Cancellation Policy: LDA has a ‘no refund’ policy. The exception would be if the event had to be cancelled.
Registration can be transferred from one staff member to another if required. Please advise LDA of any changes
Reading & Comprehension Difficulties: research-practice links and applications for the classroom
Reading is constructing meaning from print, transforming symbols to the message intended by the writer, which requires the orchestration of many cognitive and linguistic operations – from recognising the identity of a letter to inferring the mental state of a character described in the story. This session will:
Kate Nation is Professor in Experimental Psychology and Fellow of St. John’s College, Oxford, Director of ReadOxford and Language and Cognitive Development Research Group, and Partner Investigator, Australian Research Council Centre for Excellence in Cognition and its Disorders, Macquarie University. Kate’s research studies language processing, especially reading and its development – typically how children learn to read, write and comprehend text, the relationship between spoken language and written language, and why some children with language impairment, autism and dyslexia struggle and what can be done to help them. Kate’s published articles number over 100 and she is LDA’s 2018 AJLD Eminent Research Award winner.
Spelling: Beyond the Alphabetic Principle
This hands-on session will present a systematic explicit evidence-based approach to teaching spelling, focussing on teaching spelling as a ‘process’, based on the structure of the English Language including: phonology. syllabication (structural analysis) and morphology. Explanatory session notes and materials will be provided. Participants will learn:
Charlotte Andrist is a psychologist with Master’s Degrees in both Special Education and School Psychology, and a PhD in Cognitive Psychology from Case Western Reserve University. She began her career in education teaching struggling preschool and kindergarten students early literacy, math and language skills and is now retired from the faculty of Notre Dame College, where she began and directed the master’s in Reading and Reading Endorsement programs. She has trained 100s of teachers in evidencebased literacy instruction including Direct Instruction, and is a Certified Master Trainer in the Yoshimoto Orton-Gillingham Approach of structured literacy strategies. Charlotte is a former member of the Executive Board of the Ohio Coalition for the Education of Children with Disabilities and is currently Chair of the Ohio International Dyslexia Association Legislative Committee. Charlotte continues to present at regional and national conferences and to teach courses in literacy and dyslexia.
Other Conferences and Research Seminars
This section provides a listing of non-LDA Conferences. Research Seminars and other professional learning opportunities of relevance to the area of learning difficulties. All external events are publicised at LDA's discretion, but LDA accepts no responsibility for their value or the evidence base of what may be promoted.
SPELD PD events
See individual state SPELD websites for information regarding relevant PD in the area of learning difficulties in each state.
For State SPELD contact details go to http://auspeld.org.au/state-associations
Past Professional Learning Events 2018
Leaving nothing to chance
How Explicit Instruction can prevent early literacy difficulties
Professional Learning for Prep-Year 2 Teachers, literacy co-ordinators and administrators: Tuesday 20th March, 2018
Dr Lorraine Hammond & Brooke Wardana present an all-day seminar in Sydney on Tuesday 20th March on Explicit Instruction. Explicit Instruction gives struggling students an academic advantage when learning to read. This approach leaves nothing to chance and does not make assumptions about skills and knowledge that children will acquire on their own. In Australia, the National Inquiry into Teaching Literacy (2005) recommended the importance of systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency.
Identifying and addressing the needs of students with ASD and ADHD
Dr Anna Bortoli presented on Sunday 18th March to members and other interested parties regarding understanding the commonalities and differences between ASD and ADHD, and evidence-based learning strategies to support the learning of students with ASD and ADHD
Past Professional Learning Events, 2017
Why teachers of English spelling need to be experts in the sounds of speech.
Presented by Dr Bartek Rajkowski - Sunday 22 October 2017
Have you ever told a student that a word is spelled a certain way because English is weird? Do you sometimes struggle to find an explanation for the spelling of a word? In this workshop, Dr. Bartek Rajkowski outlined that written English has an undeserved reputation for being illogical! He explained why English words are spelled the way they are, and why teaching kids to read and spell requires us to be experts in understanding the relationship between English speech sounds and spelling.
August 2017, Professor Maryanne Wolf returned to Australia with LDA in Sydney, Perth, and Adelaide
From the Lab to the Classroom: New Directions in Dyslexia Research
LDA was again honoured to host Professor Maryanne Wolf, internationally acclaimed reading researcher, Director of the Center for Reading and Language and Associate Professor Child Development at Tufts University , who presented some of the most transformative studies in neuroscience-based research on dyslexia in the past two years, highlighting the translation of findings into insights for the classroom.
The half day Sydney session was in conjunction with SPELD NSW.
The Perth Session also featured Dr Wolf was joined by: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan Universityand Ray Boyd, Principal West Beechboro Primary School, and, Jared Bussell and Jordan O’Sullivan, Dawson Park Primary School
What’s working in WA schools to prevent and support students at risk of literacy based learning difficulties
The Adelaide Session, Supported by the SA Department for Education and Child Development and in conjunction with SPELD SA and Dyslexia SAalso featured: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan University
How to change teachers’ practice to better support students at risk of literacy based learning difficulties
LDA & SPELD Vic presented:
Navigating VCE with a Specific Learning Difficulty (SLD)
With Kristin Anthian, on 31 May 2017 at Swinburne University, Hawthorn, Vic
This PD provided an overview to assist students with SLD, including dyslexia on how best to manage their journey through VCE
Dr Lorraine Hammond and Brooke Wardana - 16 May 2017 The Hills Grammar School, Sydney
Leaving Nothing to Chance: How Explicit Learning can prevent early literacy difficulties
This practical seminar for Prep-Year 2 teachers, literacy co-ordinators and administrators, will present and demonstrate how Explicit Instruction gives struggling students an academic advantage by not making assumptions about which skills and knowledge children may acquire on their own, the planning of instructional sequences, the challenges for schools, and how to deliver Explicit Instruction in the areas of reading, writing, and spelling.
This event is now closed.
Presented by Dr Lorraine Hammond and Brooke Wardana
Explicit Instruction gives struggling students an academic advantage when learning to read. This approach leaves nothing to chance and does not make assumptions about skills and knowledge that children will acquire on their own. In Australia, the National Inquiry into Teaching Literacy (2005) recommended the importance of systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency. In Western Australia, Louden (2015) investigated high performing primary schools in socially disadvantaged suburbs and found that these schools taught synthetic phonics in the early years in an explicit, systematic and direct way. With many schools in Australia introducing an explicit approach to literacy, this practical seminar will outline the challenges for schools, what’s involved in planning instructional sequences and how to deliver Explicit Instruction in the areas of reading, writing and spelling in the early years.
Past Professional Learning Events, 2017Go Back